Students explore Japanese values and culture emerging from the Japanese concept of uniform.
Students consider the roles of uniform and effects on different points of views; those who wear them, those who make their staff/students wear them and the public. Comparing Japanese uniform culture and that of Australia, students realize Japanese high school students consider their uniform as a form of fashion.

What to prepare:

• TJF websites Click Nippon resources
  https://www.tjf.or.jp/clicknippon/ja/mywayyourway/01/post-2.php
• Hand-out created with the content from the above website.
• Hand-out that contains questions to help students' comprehension.
• PowerPoint - Images of cute uniforms/high school students from Japanese anime and Uniform Rika chan doll etc
• A3 paper to take note at group discussions
• Props for acting out as Mr Aiura and the female high school student who wanted to wear a uniform - business jacket, fashion wig, sunglasses etc

Procedure

1. Brain storming about uniforms

What kinds of occupations wear uniforms?
Which country do you see more uniformed people, Japan or Australia?
How do you feel if teachers wear uniforms? Is the impression different from wearing non-uniform clothing?

2. Group discussion - Why do we have uniforms? What is the merit of having a uniform?

Students write their opinions on A3 paper.

3. Each group shares their opinions with the class.

4. Class discussion - Wearing a uniform /From the point of view of students

• Do you have to wear a uniform?
• Do you like it? What are the merits and demerits?
• Does wearing a uniform affect your consciousness and attitude?
• What kind of school rules do you have regarding uniform?
• Do you want to express your individuality even when wearing a uniform?
• Do you think 'Uniform = Cute'?

5. Class discussion - How are Japanese and Australian uniforms different?

Students come to the class in their uniform. Show their uniform one by one as in a fashion show, explaining the pros and cons of the uniform.

6. Show PPT of images of cute uniforms/high school students from Japanese anime and Uniform Rika chan doll etc

7. Ask students if they have heard/seen Nanchatte uniform.

8. Show Click Nippon Nanchatte uniform page.

https://www.tjf.or.jp/clicknippon/ja/mywayyourway/01/post-2.php

9. Distribute the hand out created with the content from the above website.

Students work in groups. Each group is responsible for the allocated paragraph, so that students take initiative for peer teaching/learning.

10. Students work on the hand-out that contains questions to help students' comprehension.

Question 1

Explain the difference in the opinions of these two people:

• Mr Aiura
• The female student who came to Mr Aiura's shop for uniforms

Question 2

Why do those students wear Nanchatte uniform?

Question 3

'Because it's about uniforms, thousands of people come (to the fashion show)' Why do you think this happens?

Question 4

Mr Aiura says in the article 'We have to send out more information about fashion from Japan' Why does he say so? Is Japanese fashion unique?

Question 5

What does CONOMi aim for the future? How can they make it happen?

11. Creative task 1 - Reflecting students' comprehension and understanding of the content (Pair work)

Imagine Mr Aiura is interviewed by fashion magazine reporter. The topic of the interview is 'What CONOMi cares about and its future direction'
Create the interview.

12. Creative task 2 - Reflecting students' comprehension and understanding of the content (Individual work)

Do you think Nanchatte uniform would be popular in Australia? What kind of design will be popular in Australia? Design the Nanchatte uniform that you think would be popular in Australia and give your reasons for your design.

13. Creative task 3 - Reflecting students' comprehension and understanding of the content (Pair work)

Create a conversation between Mr Aiura and the female high school student who came to his shop.
First, students create the conversation in pairs. Teacher checks the script, grammar, flow etc.
Secondly, students practice the conversation until they become fluent.

Finally, students act out in front of the class using props. Teacher takes video of the conversation.